Secondary Interventions: Setting the Foundation for Intensive Support The National Center on Intensive Intervention (NCII) This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred.

1.Introduction 2.Rationale for Secondary Interventions 3.Elements of Secondary Interventions a)Evidence Base b)Fidelity 4.Beyond Secondary Interventions In Today’s Session… 2

Introduction 3

 Standardized, evidence-based interventions designed for at-risk students. Often referred to as… – Tier 2 intervention – Strategic intervention – Remedial curriculum Common examples – Wilson Just Words – Check-in/Check-out – Corrective Math What Are Secondary Interventions? 4

Rationale for Secondary Interventions 5

Secondary Interventions in the Context of Multi-Tiered Supports 6

DESCRIPTION FOCUSAll students INSTRUCTIONDistrict curriculum and instructional practices that are research based, are aligned with state or district standards and incorporate differentiated instruction SETTINGGeneral education ASSESSMENTSScreening, continuous progress monitoring, and outcome measures or summative assessments (used sparingly) Primary Tier (aka Tier 1, Core Instruction) 7

DESCRIPTION FOCUSStudents identified through screening as at risk for poor learning outcomes *Typically 15–20% of student population INSTRUCTIONTargeted, evidence-based supplemental instruction delivered to small groups SETTINGGeneral education classroom or other regular education location within the school ASSESSMENTSProgress monitoring, diagnostic, screening Secondary Tier (aka Tier 2 or Secondary Intervention) 8

DESCRIPTION FOCUSStudents who have not responded to primary or secondary level prevention, or with very low performance levels *Typically 3–5% of student population INSTRUCTIONIndividualized instruction delivered to small groups or individually and intensified by making adaptations based on student data SETTINGGeneral education or special education setting ASSESSMENTSProgress monitoring, diagnostic, screening Intensive Tier (aka Tier 3 or Tertiary Intervention) 9

Secondary (Tier 2)Intensive (Tier 3) INSTRUCTION Follow standardized evidence- based programs as designed Use standardized evidence-based program as a platform, but adapt instruction based on student data Duration and timeframe Use duration and timeframe defined by developer Increase frequency and/or duration to meet student needs Group size 3–7 students (as defined by developer) Decrease group size to meet student needs (no more than 3 (elementary level) Progress Monitoring At least once per monthWeekly Population served At-risk (typically 15–20% of student population) Significant and persistent learning and/or behavior needs (typically 3–5% of student population) Distinction Between Secondary and Intensive Intervention 10

 Meet the needs of at-risk students  Efficient use of time and resources  Identification for intensive intervention  Specific learning disability identification Why Are Secondary Interventions So Important? 11

Elements of Secondary Interventions 12

1.Evidence-Based Intervention 2.Fidelity a)Adherence b)Student Engagement c)Program Specificity d)Quality of Delivery e)Exposure Elements of Secondary Interventions 13

1.Evidence-Based Intervention 2.Fidelity a)Adherence b)Student Engagement c)Program Specificity d)Quality of Delivery e)Exposure Elements of Secondary Interventions 14

Varying Evidence Standards Recommended for primary prevention across subjects Components have been researched and found to be generally effective Curriculum materials have not been rigorously evaluated as a package Recommended for secondary and tertiary prevention Materials evaluated using rigorous research design Evidence of positive effects for students who received the intervention Research-Based CurriculaEvidence-Based Intervention

Varying Evidence Standards (Examples)

 Type/Source  Population  Desired Outcomes  Effects What to Look For When Examining the Evidence Base 17 NCII Interventions Tools Chart nstructional-intervention-tools What Works Clearinghouse spx Best Evidence Encyclopedia

Resource: Richland School District Literacy Intervention Matrix

 Optional activity for teams Purpose: practice identifying evidence-based secondary interventions to meet the needs of a sample student. Time: 30–60 minutes Activity : Selecting Evidence-Based Interventions 19

 Use them when available and consider augmenting current offerings, if feasible.  Also consider: Remediation materials that came with your core program materials Expert recommendations (if evidence-based programs are not available) Standards-aligned materials  Collect data to determine whether most students are profiting. What If Evidence-Based Interventions Aren’t Available? 20

Elements of Secondary Interventions 1.Evidence-Based Intervention 2.Fidelity a)Adherence b)Student Engagement c)Program Specificity d)Quality of Delivery e)Exposure 21

 Degree to which the program is implemented the way intended by program developer.  Fidelity = Consistency and Accuracy  Fidelity = Integrity What Is Fidelity? 22 Gersten et al., 2005; Mellard & Johnson, 2007; Sanetti & Kratochwill, 2009

 Ensures that instruction has been implemented as intended  Allows us to link student outcomes to instruction  Helps in the determination of intervention effectiveness and instructional decision-making  Positive student outcomes depend on level of fidelity of intervention implementation Why Is Fidelity Important? 23 (Pierangelo & Giuliani, 2008)

Five Elements of Fidelity 24 (Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008) Adherence: How well do we stick to the plan, curriculum, or assessment? Exposure/Duration: How often does a student receive an intervention? How long does an intervention last? Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices? Program specificity: How well is the intervention defined and different from other interventions? Student Engagement: How engaged and involved are the students in this intervention or activity?

Beyond Secondary Interventions 25

What Should I Do If Secondary Interventions Aren’t Sufficient? 26

How do secondary interventions fit into the DBI process? 27

Why Are Secondary Interventions So Important?  Poor implementation Strain on resources and efficiency Teacher burn-out 28

Examples of intensification strategies:  Decrease group size.  Increase frequency or duration of sessions.  Change interventionist to someone with greater expertise.  Break tasks into smaller steps, compared to less intensive levels of instruction or intervention.  Provide concrete learning opportunities (including role play and use of manipulatives).  Use explicit instruction and modeling with repetition to teach a concept or demonstrate steps in a process. Intensifying Secondary Interventions 29

 NCII Module Topics : Introduction to Data-based Individualization Academic and Behavioral Progress Monitoring for Intensive Interventions Academic and Behavioral Diagnostic Assessment Designing and Delivering Intensive Intervention in Academics and Behavior To Learn More About Intensive Intervention and DBI… 30

 Complete the “Secondary Interventions Needs Inventory” to guide reflection on current secondary intervention practices in your school or district. Share responses as a team Prioritize and plan for next steps with district or school leadership or coach Prioritizing Your Next Steps… 31

Secondary Interventions…  Set the foundation for intensive intervention.  Should be evidence based, and implemented with fidelity.  Have important implications for identification. In Summary 32

This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Education Department. No official endorsement by the Education Department of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Disclaimer 33

Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23–45. Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164. Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263. Mellard, D. F., & Johnson, E. (2007). RTI: A practitioner’s guide to implementing response to intervention. Thousand Oaks, CA: Corwin Press. O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78, 33–84. References 34

PBS Newshour. (2008). ‘Checklist manifesto’ author pairs simplicity with lifesaving. Retrieved from 08.html Pierangelo, R., & Giuliani, G. (2008). Frequently asked questions about response to intervention: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press. Richland School District. (2010). Richland School District Math Intervention Matrix. Retrieved from Sanetti, L., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), Zingmark, London, Smart, Rumsey, & Bolz (2008). Richland School District Literacy Intervention Matrix. Richland School District. Retrieved from References 35

National Center on Intensive Intervention (NCII) 1050 Thomas Jefferson St. NW Washington, DC